联想策略在初中英语词汇教学中的应用研究

发布时间：2018-04-02 13:04

本文选题：词汇学习策略　切入点：联想策略　出处：《青海师范大学》2017年硕士论文

【摘要】：词汇学习是二语习得中至关重要的部分,并与语言技能的发展密切相关。如今,多数学生认为词汇学习是个花费很多时间的语言学习过程。他们通过机械记忆来掌握词汇,这种方法不仅降低了他们的词汇学习效率,也使他们逐渐失去对英语学习的热情。为了增强学生的学习兴趣,提高其英语词汇学习效率,当下许多研究者对各种词汇学习策略进行了研究。联想策略作为一种词汇学习策略,它通过帮助语言学习者充分利用新旧词汇之间的相同点和相似点作为激活因素,使词汇更易于记忆。国内外对于联想策略的研究颇多,主要侧重于大学生和高中生,很少涉及到初中生;此外,其研究集中于联想策略的分类,但对于联想策略具体分类的阐述却甚少。为了弥补这些方面的空白,本研究在安徽省阜阳市经开区第一初级中学进行,旨在将联想策略应用于初中学生英语词汇的学习中。在本研究中,联想策略主要分为三类,语音联想,词形联想和语义联想。鉴于初中生的语言水平,本研究将语义联想作为研究的重点。来自八年级两个班共99名学生参加实验;其中五班为控制班,六班是实验班。在本实验中,作者首先通过前测检测了学生的词汇广度和深度,之后对学生进行了一系列问卷和访谈总结了他们的词汇学习现状,在实验后通过问卷对实验班学生联想策略的了解情况作了整体的调查,最后,通过后测检测了学生的词汇广度和深度。以上提及的实验工具将用于探讨以下三个研究问题:问题一:初中八年级学生英语词汇学习现状是怎样的?问题二:联想策略对学生的英语词汇学习兴趣有什么影响?问题三:联想策略对学生的英语词汇广度和深度有什么影响?实验完成后,通过对问卷、访谈和词汇测试的结果进行定性和定量分析,作者得出以下三个清晰的结论,用于回答所提出的三个研究问题。1.许多初中八学生没有意识到词汇学习的重要性。由于缺乏有效的词汇学习策略,他们多数对词汇学习不感兴趣;2.联想策略提高了学生的词汇学习兴趣;3.联想策略未能显著地促进学生的英语词汇广度和深度。总的来说,本研究有一定成效,但由于在实验后研究问题三无法得出答案,因此,在某种程度上实验并不成功。作者通过全面反思,找到了研究所存在的问题和不足,这些有待于通过改善客观条件,提高研究者的教学能力来进一步解决和完善。
[Abstract]:Vocabulary learning is an important part of second language acquisition and is closely related to the development of language skills.Nowadays, most students think that vocabulary learning is a language learning process that takes a lot of time.They master vocabulary by mechanical memory, which not only reduces their vocabulary learning efficiency, but also makes them lose their enthusiasm for English learning.In order to enhance students' interest and improve their English vocabulary learning efficiency, many researchers have studied various vocabulary learning strategies.Associative strategy as a vocabulary learning strategy helps language learners to make full use of the similarities and similarities between the old and new words as an activation factor to make vocabulary easier to remember.There are many researches on associative strategies at home and abroad, mainly focusing on college students and high school students, rarely involving junior high school students. In addition, the research focuses on the classification of associative strategies, but few on the specific classification of associative strategies.In order to fill these gaps, this study was carried out in the No.1 Middle School of Jingkai District, Fuyang City, Anhui Province, with the aim of applying associative strategies to the English vocabulary learning of junior high school students.In this study, associative strategies are divided into three categories: phonetic association, lexical association and semantic association.In view of the language proficiency of junior high school students, this study focuses on semantic association.A total of 99 students from two classes in Grade 8 participated in the experiment. Class 5 is the control class and the sixth class is the experimental class.In this experiment, the author first tested the students' vocabulary breadth and depth by pre-test, and then conducted a series of questionnaires and interviews to summarize their vocabulary learning status.After the experiment, the students' associative strategies were investigated by questionnaire. Finally, the students' vocabulary breadth and depth were tested by post-test.The experimental tools mentioned above will be used to explore the following three research questions: question 1: what is the present situation of English vocabulary learning among the eighth grade students in junior high school?Question 2: how does associative strategy affect students' interest in English vocabulary learning?Question 3: what is the impact of associative strategies on the breadth and depth of English vocabulary?After the completion of the experiment, through the qualitative and quantitative analysis of the results of the questionnaire, interviews and vocabulary tests, the author draws the following three clear conclusions to answer the three research questions.Many junior high school students do not realize the importance of vocabulary learning.Due to the lack of effective vocabulary learning strategies, most of them are not interested in vocabulary learning.Associative strategies increase students' interest in vocabulary learning.Associative strategies fail to significantly promote students' vocabulary breadth and depth.On the whole, this study has some achievements, but the experiment is not successful to some extent because the answer to question three can not be obtained after the experiment.Through comprehensive reflection, the author finds out the problems and shortcomings of the research, which need to be solved and perfected by improving the objective conditions and improving the teaching ability of the researchers.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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